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concept</title> <meta name="description" content="Search results for: concept"> <meta name="keywords" content="concept"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="concept"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3834</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: concept</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3834</span> Transcending or Going beyond the Concept of Race</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ovett%20Nwosimiri">Ovett Nwosimiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Historically the concept of race has played a significant part in the existence of African philosophy. Race, as part of the historical events, has been used as a reason for colonization. In recent years, there has been a numerous work on the concept of race. Some philosophers have devoted their time to the discourse of race and to understand the ascription of the race. These philosophers have dedicated their time and energy to the concept of race. Philosophers, like Joshua Glasgow, W. E. B. Du Bois, Lucius Outlaw, Kwame Anthony Appiah, Naomi Zack, Emmanuel C. Eze and many others took up the task to explain the concept of race, and also to explain in their view whether the concept of race should be conserved or eliminated. According to the eliminativists, the concept of race should be eliminated. According to the conservationists, the concept of race should be conserved. The aim of this paper is to look at the possibility of transcending the concept of race. In order to do this, the paper will briefly explain Joshua Glasgow’ idea theory of ‘racial reconstructionism’, and it will propose a theory of ‘racial transcendentalism’ as a way of transcending the concept of race. The paper will argue that we should see the concept of race as a concept that has a future beyond the mere meaning and ideas that call for its elimination or conservation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conservationists" title="conservationists">conservationists</a>, <a href="https://publications.waset.org/abstracts/search?q=eliminativists" title=" eliminativists"> eliminativists</a>, <a href="https://publications.waset.org/abstracts/search?q=race" title=" race"> race</a>, <a href="https://publications.waset.org/abstracts/search?q=transcending" title=" transcending"> transcending</a> </p> <a href="https://publications.waset.org/abstracts/61145/transcending-or-going-beyond-the-concept-of-race" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61145.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">353</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3833</span> The Coexistence of Quality Practices and Frozen Concept in R and D Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayala%20Kobo-Greenhut">Ayala Kobo-Greenhut</a>, <a href="https://publications.waset.org/abstracts/search?q=Amos%20Notea"> Amos Notea</a>, <a href="https://publications.waset.org/abstracts/search?q=Izhar%20Ben-Shlomo"> Izhar Ben-Shlomo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In R&D projects, there is no doubt about the need to change a current concept to an alternative one over time (i.e., concept leaping). Concept leaping is required since with most R&D projects uncertainty is present as they take place in dynamic environments. Despite the importance of concept leaping when needed, R&D teams may fail to do so (i.e., frozen concept). This research suggests a possible reason why frozen concept happens in the framework of quality engineering and control engineering. We suggest that frozen concept occurs since concept determines the derived plan and its implementation may be considered as equivalent to a closed-loop process, and is subject to the problem of not recognizing gaps as failures. We suggest that although implementing quality practices into an R&D project’s routine has many advantages, it intensifies the frozen concept problem since working according to quality practices relates to exploitation of learning behavior, while leaping to a new concept relates to exploring learning behavior. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=closed%20loop" title="closed loop">closed loop</a>, <a href="https://publications.waset.org/abstracts/search?q=control%20engineering" title=" control engineering"> control engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=leaping" title=" leaping"> leaping</a>, <a href="https://publications.waset.org/abstracts/search?q=frozen%20concept" title=" frozen concept"> frozen concept</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20engineering" title=" quality engineering"> quality engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20practices" title=" quality practices"> quality practices</a> </p> <a href="https://publications.waset.org/abstracts/24806/the-coexistence-of-quality-practices-and-frozen-concept-in-r-and-d-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24806.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">472</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3832</span> Challenges for a WPT 4 Waiting Lane Concept - Laboratory and Practical Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julia%20Langen">Julia Langen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article describes the challenges of a wireless charging system for a cab waiting lane in a public space and presents a concept for solving them. In this concept, multiple cabs can be charged simultaneously and during stopping and rolling. Particular technical challenges are a coil topology that meets the EMF requirements and an intelligent control concept that allows the individual coil segments to be switched on and off. The charging concept explained here is currently being implemented as a pilot project, so that initial results on the operation can be presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=charge%20lane" title="charge lane">charge lane</a>, <a href="https://publications.waset.org/abstracts/search?q=inductive%20charging%20solution" title=" inductive charging solution"> inductive charging solution</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20city" title=" smart city"> smart city</a>, <a href="https://publications.waset.org/abstracts/search?q=wireless%20power%20transfer" title=" wireless power transfer"> wireless power transfer</a> </p> <a href="https://publications.waset.org/abstracts/142962/challenges-for-a-wpt-4-waiting-lane-concept-laboratory-and-practical-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142962.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3831</span> Impact of Self-Concept on Performance and Mental Wellbeing of Preservice Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Mar%C3%ADa%20Agugusto-landa">José María Agugusto-landa</a>, <a href="https://publications.waset.org/abstracts/search?q=Inmaculada%20Garc%C3%ADa-Mart%C3%ADnez"> Inmaculada García-Martínez</a>, <a href="https://publications.waset.org/abstracts/search?q=Lara%20Checa%20Domene"> Lara Checa Domene</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%93scar%20Gav%C3%ADn%20Chocano"> Óscar Gavín Chocano</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-concept is the perception that a person has of himself, of his abilities, skills, traits, and values. Self-concept is composed of different dimensions, such as academic self-concept, physical self-concept, social self-concept, emotional self-concept, and family self-concept. The relationship between the dimensions of self-concept and mental health and academic performance among future teachers is a topic of interest for educational psychology. Some studies have found that: (i) There is a positive relationship between general self-concept, academic self-concept and academic performance, that is, students who have a more positive image of themselves tend to get better grades and be more motivated to learn. (ii) There is a positive relationship between emotional intelligence, physical self-concept and healthy habits, that is, students who regulate and understand their emotions better have a higher satisfaction with their physical appearance and follow a more balanced diet and a higher physical activity. As for gender differences in the dimensions of self-concept among future teachers, some studies have found that: (i) Girls tend to have a higher self-concept in the social, family and verbal dimensions, that is, they perceive themselves as more capable of relating to others, communicating effectively and receiving support from their family. (ii) Boys tend to have a higher self-concept in the physical, emotional and mathematical dimensions, that is, they perceive themselves as more capable of performing physical activities, controlling their emotions and solving mathematical problems. (iii) There are no significant differences between general self-concept and academic self-concept according to gender, that is, both girls and boys have a similar perception of their global worth and academic competence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title="preservice teachers">preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=self-concept" title=" self-concept"> self-concept</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20wellbeing" title=" mental wellbeing"> mental wellbeing</a> </p> <a href="https://publications.waset.org/abstracts/176363/impact-of-self-concept-on-performance-and-mental-wellbeing-of-preservice-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3830</span> Inferring Cognitive Skill in Concept Space</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rania%20A.%20Aboalela">Rania A. Aboalela</a>, <a href="https://publications.waset.org/abstracts/search?q=Javed%20I.%20Khan"> Javed I. Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research presents a learning assessment theory of Cognitive Skill in Concept Space (CS2) to measure the assessed knowledge in terms of cognitive skill levels of the concepts. The cognitive skill levels refer to levels such as if a student has acquired the state at the level of understanding, or applying, or analyzing, etc. The theory is comprised of three constructions: Graph paradigm of a semantic/ ontological scheme, the concept states of the theory and the assessment analytics which is the process to estimate the sets of concept state at a certain skill level. Concept state means if a student has already learned, or is ready to learn, or is not ready to learn a certain skill level. The experiment is conducted to prove the validation of the theory CS2. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20skill%20levels" title="cognitive skill levels">cognitive skill levels</a>, <a href="https://publications.waset.org/abstracts/search?q=concept%20states" title=" concept states"> concept states</a>, <a href="https://publications.waset.org/abstracts/search?q=concept%20space" title=" concept space"> concept space</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20assessment%20theory" title=" knowledge assessment theory"> knowledge assessment theory</a> </p> <a href="https://publications.waset.org/abstracts/48845/inferring-cognitive-skill-in-concept-space" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48845.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">323</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3829</span> Mechanism of Changing a Product Concept</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kiyohiro%20Yamazaki">Kiyohiro Yamazaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to examine the hypothesis explaining the mechanism in the case, where the product is deleted or reduced the fundamental function of the product through the product concept changes in the digital camera industry. This paper points out not owning the fundamental technology might cause the change of the product concept. Casio could create new competitive factor so that this paper discusses a possibility of the mechanism of changing the product concept. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=firm%20without%20fundamental%20technology" title="firm without fundamental technology">firm without fundamental technology</a>, <a href="https://publications.waset.org/abstracts/search?q=product%20development" title=" product development"> product development</a>, <a href="https://publications.waset.org/abstracts/search?q=product%20concept" title=" product concept"> product concept</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20camera%20industry" title=" digital camera industry"> digital camera industry</a>, <a href="https://publications.waset.org/abstracts/search?q=Casio" title=" Casio"> Casio</a> </p> <a href="https://publications.waset.org/abstracts/16190/mechanism-of-changing-a-product-concept" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16190.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">562</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3828</span> Concept-Based Assessment in Curriculum </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nandu%20C.%20Nair">Nandu C. Nair</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Bijlani"> Kamal Bijlani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes a concept-based assessment to track the performance of the students. The idea behind this approach is to map the exam questions with the concepts learned in the course. So at the end of the course, each student will know how well he learned each concept. This system will give a self assessment for the students as well as instructor. By analyzing the score of all students, instructor can decide some concepts need to be teaching again or not. The system’s efficiency is proved using three courses from M-tech program in E-Learning technologies and results show that the concept-wise assessment improved the score in final exam of majority students on various courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=concept" title=" concept"> concept</a>, <a href="https://publications.waset.org/abstracts/search?q=examination" title=" examination"> examination</a>, <a href="https://publications.waset.org/abstracts/search?q=question" title=" question"> question</a>, <a href="https://publications.waset.org/abstracts/search?q=score" title=" score"> score</a> </p> <a href="https://publications.waset.org/abstracts/29674/concept-based-assessment-in-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29674.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">469</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3827</span> Adaptive E-Learning System Using Fuzzy Logic and Concept Map</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mesfer%20Al%20Duhayyim">Mesfer Al Duhayyim</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20Newbury"> Paul Newbury</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes an effective adaptive e-learning system that uses a coloured concept map to show the learner's knowledge level for each concept in the chosen subject area. A Fuzzy logic system is used to evaluate the learner's knowledge level for each concept in the domain, and produce a ranked concept list of learning materials to address weaknesses in the learner’s understanding. This system obtains information on the learner's understanding of concepts by an initial pre-test before the system is used for learning and a post-test after using the learning system. A Fuzzy logic system is used to produce a weighted concept map during the learning process. The aim of this research is to prove that such a proposed novel adapted e-learning system will enhance learner's performance and understanding. In addition, this research aims to increase participants' overall understanding of their learning level by providing a coloured concept map of understanding followed by a ranked concepts list of learning materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptive%20e-learning%20system" title="adaptive e-learning system">adaptive e-learning system</a>, <a href="https://publications.waset.org/abstracts/search?q=coloured%20concept%20map" title=" coloured concept map"> coloured concept map</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20logic" title=" fuzzy logic"> fuzzy logic</a>, <a href="https://publications.waset.org/abstracts/search?q=ranked%20concept%20list" title=" ranked concept list"> ranked concept list</a> </p> <a href="https://publications.waset.org/abstracts/87018/adaptive-e-learning-system-using-fuzzy-logic-and-concept-map" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87018.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">292</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3826</span> Challenges in Adopting 3R Concept in the Heritage Building Restoration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20H.%20Goh">H. H. Goh</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20C.%20Goh"> K. C. Goh</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20W.%20Seow"> T. W. Seow</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20S.%20Said"> N. S. Said</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20E.%20P.%20Ang"> S. E. P. Ang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Malaysia is rich with historic buildings, particularly in Penang and Malacca states. Restoration activities are increasingly important as these states are recognized under UNESCO World Heritage Sites. Restoration activities help to maintain the uniqueness and value of a heritage building. However, increasing in restoration activities has resulted in large quantities of waste. To cope with this problem, the 3R concept (reduce, reuse and recycle) is introduced. The 3R concept is one of the waste management hierarchies. This concept is still yet to apply in the building restoration industry compared to the construction industry. Therefore, this study aims to promote the 3R concept in the heritage building restoration industry. This study aims to examine the importance of 3R concept and to identify challenges in applying the 3R concept in the heritage building restoration industry. This study focused on contractors and consultants who are involved in heritage restoration projects in Penang. Literature review and interviews helps to reach the research objective. Data that obtained is analyzed by using content analysis. For the research, application of 3R concept is important to conserve natural resources and reduce pollution problems. However, limited space to organise waste is the obstruction during the implementation of this concept. In conclusion, the 3R concept plays an important role in promoting environmental conservation and helping in reducing the construction waste <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3R%20Concept" title="3R Concept">3R Concept</a>, <a href="https://publications.waset.org/abstracts/search?q=heritage%20building" title=" heritage building"> heritage building</a>, <a href="https://publications.waset.org/abstracts/search?q=restoration%20activities" title=" restoration activities"> restoration activities</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20science" title=" building science"> building science</a> </p> <a href="https://publications.waset.org/abstracts/16832/challenges-in-adopting-3r-concept-in-the-heritage-building-restoration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16832.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">313</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3825</span> Linguistic Analysis of the Concept ‘Relation’ in Russian and English Languages</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadezhda%20Obvintceva">Nadezhda Obvintceva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article gives the analysis of the concept ‘relation’ from the point of view of its realization in Russian and English languages on the basis of dictionaries articles. The analysis reveals the main difference of representation of this concept in both languages. It is the number of lexemes that express its general meanings. At the end of the article the author gives an explanation of possible causes of the difference and touches upon the issue about analytical phenomena in the vocabulary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concept" title="concept">concept</a>, <a href="https://publications.waset.org/abstracts/search?q=comparison" title=" comparison"> comparison</a>, <a href="https://publications.waset.org/abstracts/search?q=lexeme" title=" lexeme"> lexeme</a>, <a href="https://publications.waset.org/abstracts/search?q=meaning" title=" meaning"> meaning</a>, <a href="https://publications.waset.org/abstracts/search?q=relation" title=" relation"> relation</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a> </p> <a href="https://publications.waset.org/abstracts/13604/linguistic-analysis-of-the-concept-relation-in-russian-and-english-languages" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13604.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">498</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3824</span> Materialisation of Good Governance Concept by Effective Investment Dispute Resolution in the European Union</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jagna%20Mucha">Jagna Mucha</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Ka%C5%84ciak"> Anna Kańciak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concept of good governance constitutes a wide perspective for academic discussion, because it provides a substantial theoretical background for settling many practical problems faced contemporarily by the EU. The basic assumptions of good governance have basically remained unchanged since the 90’s, when the concept was introduced by the World Bank, although the scholarly discussions reveal new facets of the said concept, when related to specific domains. The paper discusses the application of the specific elements of the concept of good governance in the field of the international investment law. Specifically, it seeks to demonstrate that the concept of good governance regulates the issue of international investments in that, among others, it requires the application of the alternative dispute resolution in order to make the investment law enforceable in the best possible way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dispute%20resolution" title="dispute resolution">dispute resolution</a>, <a href="https://publications.waset.org/abstracts/search?q=european%20union" title=" european union"> european union</a>, <a href="https://publications.waset.org/abstracts/search?q=investments" title=" investments"> investments</a>, <a href="https://publications.waset.org/abstracts/search?q=good%20governance" title=" good governance"> good governance</a> </p> <a href="https://publications.waset.org/abstracts/38153/materialisation-of-good-governance-concept-by-effective-investment-dispute-resolution-in-the-european-union" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38153.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3823</span> Self-Concept and Self-Esteem of Adolescents in Lubango, Angola: An Exploratory Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miguel%20Maria">Miguel Maria</a>, <a href="https://publications.waset.org/abstracts/search?q=Tchilissila%20A.%20Simoes"> Tchilissila A. Simoes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The end of a long period of civil wars in Angola (1975-2002) paved the way for growing scientific research in the field of psychology, allowing us to broaden our knowledge on the Angolan population throughout their individual and family development. In this study, we aimed to assess the index of self-concept and self-esteem of adolescents from private and public secondary schools in Lubango, Angola. One hundred adolescents, between 16 and 18 years old (M = 17.2 years, SD = 0.81), completed the Piers-Harris Children's Self-Concept Scale 2 (Piers, 1984) and the Self-Perception Profile for Children (SPPC; Harter, 1985). Our results pointed out lower values of self-esteem and self-concept compared to international samples. Moreover, the level of education and the type of school attended did not seem to influence the level of participants' self-concept and self-esteem. These results contributed to enrich the literature on Angolan adolescents and propels intervention programs to enhance the self-concept and self-esteem of these individuals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=African%20adolescents" title="African adolescents">African adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=post-war%20societies" title=" post-war societies"> post-war societies</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=self-concept" title=" self-concept"> self-concept</a> </p> <a href="https://publications.waset.org/abstracts/126804/self-concept-and-self-esteem-of-adolescents-in-lubango-angola-an-exploratory-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126804.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3822</span> Lexico-Semantic and Contextual Analysis of the Concept of Joy in Modern English Fiction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zarine%20Avetisyan">Zarine Avetisyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Concepts are part and parcel of everyday text and talk. Their ubiquity predetermines the topicality of the given research which aims at the semantic decomposition of concepts in general and the concept of joy in particular, as well as the study of lexico-semantic variants as means of realization of a certain concept in different “semantic settings”, namely in a certain context. To achieve the stated aim, the given research departs from the methods of componential and contextual analysis, studying lexico-semantic variants /LSVs/ of the concept of joy and the semantic signs embedded in those LSVs, such as the semantic sign of intensity, supporting emotions, etc. in the context of Modern English fiction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concept" title="concept">concept</a>, <a href="https://publications.waset.org/abstracts/search?q=context" title=" context"> context</a>, <a href="https://publications.waset.org/abstracts/search?q=lexico-semantic%20variant" title=" lexico-semantic variant"> lexico-semantic variant</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20sign" title=" semantic sign"> semantic sign</a> </p> <a href="https://publications.waset.org/abstracts/67474/lexico-semantic-and-contextual-analysis-of-the-concept-of-joy-in-modern-english-fiction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67474.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3821</span> Uncovering the Relationship between EFL Students' Self-Concept and Their Willingness to Communicate in Language Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyedeh%20Khadijeh%20Amirian">Seyedeh Khadijeh Amirian</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Mohammad%20Reza%20Amirian"> Seyed Mohammad Reza Amirian</a>, <a href="https://publications.waset.org/abstracts/search?q=Narges%20Hekmati"> Narges Hekmati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study aims at examining the relationship between English as a foreign language (EFL) students' self-concept and their willingness to communicate (WTC) in EFL classes. To this effect, two questionnaires, namely 'Willingness to Communicate' (MacIntyre et al., 2001) and 'Self-Concept Scale' (Liu and Wang, 2005), were distributed among 174 (45 males and 129 females) Iranian EFL university students. Correlation and regression analyses were conducted to examine the relationship between the two variables. The results indicated that there was a significantly positive correlation between EFL students' self-concept and their WTC in EFL classes (p < .0.05). Moreover, regression analyses indicated that self-concept has a significantly positive influence on students’ WTC in language classes (B= .302, p < .0.05) and explains .302 percent of the variance in the dependent variable (WTC). The results are discussed with regards to the individual differences in educational contexts, and implications are offered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20students" title="EFL students">EFL students</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20classes" title=" language classes"> language classes</a>, <a href="https://publications.waset.org/abstracts/search?q=willingness%20to%20communicate" title=" willingness to communicate"> willingness to communicate</a>, <a href="https://publications.waset.org/abstracts/search?q=self-concept" title=" self-concept"> self-concept</a> </p> <a href="https://publications.waset.org/abstracts/129646/uncovering-the-relationship-between-efl-students-self-concept-and-their-willingness-to-communicate-in-language-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129646.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3820</span> Democratic Citizenship Education in the Context of Bildung Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sigrid%20Haukanes">Sigrid Haukanes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Implementation of democratic citizenship as a crossdisciplinary concept in educational practice has been problematic because of a vague and divided understanding of what the concept entails. This is underlined by a divide between understanding democracy as external to the educational sphere or understanding education as an internal part of a democratic society. This theoretical contribution aims to explore the concept of democratic citizenship in relation to Bildung perspectives. The methodology of this paper is grounded in a hermeneutical approach to interpret three philosophical perspectives from Immanuel Kant, John Dewey and Gert Biesta. These perspectives are chosen to explore democratic citizenship as: (1) an individual oriented concept, (2) a socially oriented concept and (3) a critical-social oriented concept. This theoretical paper argues that different orientations toward Bildung change the content of democratic citizenship as a cross-disciplinary concept in education. It argues that a Dewian or a Biestian notion could enrich our understanding of democratic citizenship, drawing on a critical-social perspective of Bildung. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bildung" title="bildung">bildung</a>, <a href="https://publications.waset.org/abstracts/search?q=citizenship" title=" citizenship"> citizenship</a>, <a href="https://publications.waset.org/abstracts/search?q=democracy" title=" democracy"> democracy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/163718/democratic-citizenship-education-in-the-context-of-bildung-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163718.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3819</span> The Development of the Self-concept Scale for Elders in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ting-Chia%20Lien">Ting-Chia Lien</a>, <a href="https://publications.waset.org/abstracts/search?q=Tzu-Yin%20Yen"> Tzu-Yin Yen</a>, <a href="https://publications.waset.org/abstracts/search?q=Szu-Fan%20Chen"> Szu-Fan Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Tai-chun%20Kuo"> Tai-chun Kuo</a>, <a href="https://publications.waset.org/abstracts/search?q=Hung-Tse%20Lin"> Hung-Tse Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Chen%20Chung"> Yi-Chen Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Hock-Sen%20Gwee"> Hock-Sen Gwee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore the result of the survey by developing “Self-Concept Scale for Elders”, which could provide community counseling and guidance institution for practical application. The sample of this study consisted of 332 elders in Taiwan (male: 33.4%; female: 66.6%). The mean age of participants was 65-98 years. The measurements applied in this study is “Self-Concept Scale for Elders”. After item and factor analyses, the preliminary version of the Self-Concept Scale for Elders was revised to the final version. The results were summarized as follows: 1) There were 10 items in Self-Concept Scale for Elders. 2) The variance explained for the scale accounted for 77.15%, with corrected item-total correlations Cronbach’s alpha=0.87. 3) The content validity, criterion validity and construct validity have been found to be satisfactory. Based on the findings, the implication and suggestions are offered for reference regarding counselor education and future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-concept" title="self-concept">self-concept</a>, <a href="https://publications.waset.org/abstracts/search?q=elder" title=" elder"> elder</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20scale" title=" development scale"> development scale</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20psychology" title=" applied psychology "> applied psychology </a> </p> <a href="https://publications.waset.org/abstracts/29238/the-development-of-the-self-concept-scale-for-elders-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29238.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">570</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3818</span> Concept Drifts Detection and Localisation in Process Mining</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20V.%20Manoj%20Kumar">M. V. Manoj Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Likewin%20Thomas"> Likewin Thomas</a>, <a href="https://publications.waset.org/abstracts/search?q=Annappa"> Annappa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Process mining provides methods and techniques for analyzing event logs recorded in modern information systems that support real-world operations. While analyzing an event-log, state-of-the-art techniques available in process mining believe that the operational process as a static entity (stationary). This is not often the case due to the possibility of occurrence of a phenomenon called concept drift. During the period of execution, the process can experience concept drift and can evolve with respect to any of its associated perspectives exhibiting various patterns-of-change with a different pace. Work presented in this paper discusses the main aspects to consider while addressing concept drift phenomenon and proposes a method for detecting and localizing the sudden concept drifts in control-flow perspective of the process by using features extracted by processing the traces in the process log. Our experimental results are promising in the direction of efficiently detecting and localizing concept drift in the context of process mining research discipline. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=abrupt%20drift" title="abrupt drift">abrupt drift</a>, <a href="https://publications.waset.org/abstracts/search?q=concept%20drift" title=" concept drift"> concept drift</a>, <a href="https://publications.waset.org/abstracts/search?q=sudden%20drift" title=" sudden drift"> sudden drift</a>, <a href="https://publications.waset.org/abstracts/search?q=control-flow%20perspective" title=" control-flow perspective"> control-flow perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=detection%20and%20localization" title=" detection and localization"> detection and localization</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20mining" title=" process mining"> process mining</a> </p> <a href="https://publications.waset.org/abstracts/44971/concept-drifts-detection-and-localisation-in-process-mining" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44971.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">345</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3817</span> Identifying the Malaysian Perception on the Self-Build Home Concept: Provision of Affordable Housing for MIG </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20M.%20Tawil">N. M. Tawil</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20R.%20Musa"> A. R. Musa</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20I%20Che-Ani"> A. I Che-Ani</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Basri"> H. Basri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is known that rising of house prices recently has affected the home ownership, especially for the future. Hence to overcome the rose of housing prices, the self-build home or DIY concept is perceived as one of the solution. This concept is proposed to be implemented for the future housing design as a strategy in helping the government to provide affordable housing, especially for middle income group to own a landed housing property. This concept is expected to offer a lower housing price for middle-income buyers and provide an opportunity for buyers to design their dream’s home with the self-build home or 'Do It Yourself' (DIY) concept. In order to implement this concept as affordable housing for MIG, the public perceptions and acceptances on the self-build home/ DIY concept itself should be identified. To achieve this aim this study was conducted by using 2 method namely literature review and questionnaire survey. The questionnaire survey was distributed to 200 respondents randomly in Lembah Klang and were analysed through the SPSS program. The results show that respondents are very interested in buying a home that they can have with the appropriate size of the home. Average of them known about Do It Yourself (DIY) concept but none of respondent have implement this concept. Most of respondents were agreed that this DIY method suitable to be implemented in the housing industry in Malaysia and they were agreed that this concept can offer a cheaper housing price because the construction costs were reduced. Moreover by providing a basic home the owner can renovate their home according to their need and financial capability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affordable%20housing" title="affordable housing">affordable housing</a>, <a href="https://publications.waset.org/abstracts/search?q=Do%20It%20Yourself" title=" Do It Yourself"> Do It Yourself</a>, <a href="https://publications.waset.org/abstracts/search?q=self-Built%20home" title=" self-Built home"> self-Built home</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20income%20group" title=" middle income group"> middle income group</a> </p> <a href="https://publications.waset.org/abstracts/24992/identifying-the-malaysian-perception-on-the-self-build-home-concept-provision-of-affordable-housing-for-mig" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24992.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">414</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3816</span> Investigating Students' Understanding about Mathematical Concept through Concept Map</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rizky%20Oktaviana">Rizky Oktaviana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of studying lies in improving students’ understanding. Teachers usually use written test to measure students’ understanding about learning material especially mathematical learning material. This common method actually has a lack point, such that in mathematics content, written test only show procedural steps to solve mathematical problems. Therefore, teachers unable to see whether students actually understand about mathematical concepts and the relation between concepts or not. One of the best tools to observe students’ understanding about the mathematical concepts is concept map. The goal of this research is to describe junior high school students understanding about mathematical concepts through Concept Maps based on the difference of mathematical ability. There were three steps in this research; the first step was choosing the research subjects by giving mathematical ability test to students. The subjects of this research are three students with difference mathematical ability, high, intermediate and low mathematical ability. The second step was giving concept mapping training to the chosen subjects. The last step was giving concept mapping task about the function to the subjects. Nodes which are the representation of concepts of function were provided in concept mapping task. The subjects had to use the nodes in concept mapping. Based on data analysis, the result of this research shows that subject with high mathematical ability has formal understanding, due to that subject could see the connection between concepts of function and arranged the concepts become concept map with valid hierarchy. Subject with intermediate mathematical ability has relational understanding, because subject could arranged all the given concepts and gave appropriate label between concepts though it did not represent the connection specifically yet. Whereas subject with low mathematical ability has poor understanding about function, it can be seen from the concept map which is only used few of the given concepts because subject could not see the connection between concepts. All subjects have instrumental understanding for the relation between linear function concept, quadratic function concept and domain, co domain, range. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concept%20map" title="concept map">concept map</a>, <a href="https://publications.waset.org/abstracts/search?q=concept%20mapping" title=" concept mapping"> concept mapping</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20concepts" title=" mathematical concepts"> mathematical concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding" title=" understanding"> understanding</a> </p> <a href="https://publications.waset.org/abstracts/56016/investigating-students-understanding-about-mathematical-concept-through-concept-map" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56016.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">271</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3815</span> Implementing Learner-Centered Teaching Approach In Iraqi Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iman%20Ali%20Ahmed%20Al-Rashed">Iman Ali Ahmed Al-Rashed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper directs attention to the limitations of the teacher-centered strategy in teaching. The aim of this study is to draw more educational attention to learner-centered strategy in order to shift the emphasis from the traditional concept of teaching to a new concept in teaching. To begin bridging the traditional concept of teaching and the new concept, the study will explore the new concept of teaching to support teaching in Arab World generally and in Iraq specifically. A qualitative case study orientation was used to collect data in the form of classroom observations, interviews and field notes. The teaching practices used by three university instructors are investigated and according to the findings, some explanations and recommendations are made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case%20study" title="case study">case study</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20strategy" title=" learner-centered strategy"> learner-centered strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20study" title=" qualitative study"> qualitative study</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-centered%20strategy" title=" teacher-centered strategy"> teacher-centered strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20teaching" title=" traditional teaching"> traditional teaching</a> </p> <a href="https://publications.waset.org/abstracts/35500/implementing-learner-centered-teaching-approach-in-iraqi-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35500.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">548</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3814</span> Shaping Lexical Concept of 'Mage' through Image Schemas in Dragon Age 'Origins'</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dean%20Raiyasmi">Dean Raiyasmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Elvi%20Citraresmana"> Elvi Citraresmana</a>, <a href="https://publications.waset.org/abstracts/search?q=Sutiono%20Mahdi"> Sutiono Mahdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language shapes the human mind and its concept toward things. Using image schemas, in nowadays technology, even AI (artificial intelligence) can concept things in response to their creator negativity or positivity. This is reflected inside one of the most selling game around the world in 2012 called Dragon Age Origins. The AI in form of NPC (Non-Playable Character) inside the game reflects on the creator of the game on negativity or positivity toward the lexical concept of mage. Through image schemas, shaping the lexical concept of mage deemed possible and proved the negativity or positivity creator of the game toward mage. This research analyses the cognitive-semantic process of image schema and shaping the concept of ‘mage’ by describing kinds of image schemas exist in the Dragon Age Origin Game. This research is also aimed to analyse kinds of image schemas and describing the image schemas which shaping the concept of ‘mage’ itself. The methodology used in this research is qualitative where participative observation is employed with five stages and documentation. The results shows that there are four image schemas exist in the game and those image schemas shaping the lexical concept of ‘mage’. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20semantic" title="cognitive semantic">cognitive semantic</a>, <a href="https://publications.waset.org/abstracts/search?q=image-schema" title=" image-schema"> image-schema</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20metaphor" title=" conceptual metaphor"> conceptual metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20game" title=" video game"> video game</a> </p> <a href="https://publications.waset.org/abstracts/79752/shaping-lexical-concept-of-mage-through-image-schemas-in-dragon-age-origins" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79752.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">438</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3813</span> The Efficacy of Motivation Management Training for Students’ Academic Achievement and Self-Concept</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramazan%20Hasanzadeh">Ramazan Hasanzadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Leyla%20Vatandoust"> Leyla Vatandoust </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the efficacy of motivation management training for students’ academic achievement and self-concept. The pretest–posttest quasi-experimental study used a cluster random sampling method to select subjects for the experimental (20 subjects) and control (20 subjects) groups. posttest was conducted with both groups to determine the effect of the training. An academic achievement and academic self-concept questionnaire (grade point average requirement) was used for the pretest and posttest. The results showed that the motivation management training increased academic self-concept and academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation%20management" title="motivation management">motivation management</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20self-concept" title=" academic self-concept"> academic self-concept</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/74590/the-efficacy-of-motivation-management-training-for-students-academic-achievement-and-self-concept" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74590.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3812</span> Landscape Planning And Development Of Integrated Farming Based On Low External Input Sustainable Agriculture (LEISA) In Pangulah Village, Karawang County, West Java, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eduwin%20Eko%20Franjaya">Eduwin Eko Franjaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Yesi%20Hendriani%20Supartoyo"> Yesi Hendriani Supartoyo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Integrated farming with LEISA concept as one of the systems or sustainable farming techniques in agriculture has provided opportunities to increase farmers' income. This system also has a positive impact on the environment. However, the development of integrated farming is still on a small scale/site scale. Development on a larger scale is necessary considering to the number of potential resources in the village that can be integrated each other. The aim of this research is to develop an integrated farming landscape on small scale that has been done in previous study, into the village scale. The method used in this study follows the rules of scientific planning in landscape architecture. The initial phase begins with an inventory of the existing condition of the village, by conducting a survey. The second stage is analysis of potential and constraints in the village based on the results of a survey that has been done before. The next stage is concept-making that consists of basic concept, design concept, and development concept. The basic concept is integrated farming based on LEISA. The design concept is based on commodities that are developed in the village. The development concept consists of space concept, circulation concept, the concept of vegetation and commodities, and the concept of the production system. The last stage is planning process which produces Site Plan based on LEISA on village scale. Site Plan is also the end product of this research. The results of this research are expected to increase the income and welfare of the farmers in the village, and can be develop into a tourism area of integrated farming. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20farming" title="integrated farming">integrated farming</a>, <a href="https://publications.waset.org/abstracts/search?q=LEISA" title=" LEISA"> LEISA</a>, <a href="https://publications.waset.org/abstracts/search?q=site%20plan" title=" site plan"> site plan</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20agriculture" title=" sustainable agriculture "> sustainable agriculture </a> </p> <a href="https://publications.waset.org/abstracts/22806/landscape-planning-and-development-of-integrated-farming-based-on-low-external-input-sustainable-agriculture-leisa-in-pangulah-village-karawang-county-west-java-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22806.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3811</span> Empirical Analyses of Students’ Self-Concepts and Their Mathematics Achievements</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adetunji%20Abiola%20Olaoye">Adetunji Abiola Olaoye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the students’ self-concepts and mathematics achievement viz-a-viz the existing three theoretical models: Humanist self-concept (M1), Contemporary self-concept (M2) and Skills development self-concept (M3). As a qualitative research study, it comprised of one research question, which was transformed into hypothesis viz-a-viz the existing theoretical models. Sample to the study comprised of twelve public secondary schools from which twenty-five mathematics teachers, twelve counselling officers and one thousand students of Upper Basic II were selected based on intact class as school administrations and system did not allow for randomization. Two instruments namely 10 items ‘Achievement test in Mathematics’ (r1=0.81) and 10 items Student’s self-concept questionnaire (r2=0.75) were adapted, validated and used for the study. Data were analysed through descriptive, one way ANOVA, t-test and correlation statistics at 5% level of significance. Finding revealed mean and standard deviation of pre-achievement test scores of (51.322, 16.10), (54.461, 17.85) and (56.451, 18.22) for the Humanist Self-Concept, Contemporary Self-Concept and Skill Development Self-Concept respectively. Apart from that study showed that there was significant different in the academic performance of students along the existing models (F-cal>F-value, df = (2,997); P<0.05). Furthermore, study revealed students’ achievement in mathematics and self-concept questionnaire with the mean and standard deviation of (57.4, 11.35) and (81.6, 16.49) respectively. Result confirmed an affirmative relationship with the Contemporary Self-Concept model that expressed an individual subject and specific self-concept as the primary determinants of higher academic achievement in the subject as there is a statistical correlation between students’ self-concept and mathematics achievement viz-a-viz the existing three theoretical models of Contemporary (M2) with -Z_cal<-Z_val, df=998: P<0.05*. The implication of the study was discussed with recommendations and suggestion for further studies proffered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contemporary" title="contemporary">contemporary</a>, <a href="https://publications.waset.org/abstracts/search?q=humanists" title=" humanists"> humanists</a>, <a href="https://publications.waset.org/abstracts/search?q=self-concepts" title=" self-concepts"> self-concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20development" title=" skill development"> skill development</a> </p> <a href="https://publications.waset.org/abstracts/48122/empirical-analyses-of-students-self-concepts-and-their-mathematics-achievements" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48122.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">237</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3810</span> Tracing the Concept of Equivalence in Translation Theories from the Linguistics Oriented Era to Present </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatma%20%C3%9Clk%C3%BC%20Kavruk">Fatma Ülkü Kavruk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The comparison of the old and new approaches reveals that the concept of equivalence has been interpreted and categorized in different ways by different scholars throughout the history. The aim of this study is to trace the concept of equivalence in translation theories from the linguistics-oriented era to present, referring to various translation scholars and to provide a critical evaluation of the nature and applicability of the concept of equivalence in today’s world of translation studies. Within the study, various interpretations of equivalence proposed by international scholars in translation studies are to be presented. In order to find out the reflections of these scholars’ approaches to the Turkish scholars’ research, the interpretations of equivalence by various Turkish scholars are to be examined. At the end of the paper, the applicability of the concept of equivalence in real life is to be discussed in light of these approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=translation%20studies" title="translation studies">translation studies</a>, <a href="https://publications.waset.org/abstracts/search?q=equivalence" title=" equivalence"> equivalence</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20theories" title=" translation theories"> translation theories</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a> </p> <a href="https://publications.waset.org/abstracts/35234/tracing-the-concept-of-equivalence-in-translation-theories-from-the-linguistics-oriented-era-to-present" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35234.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">493</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3809</span> Virtual Practical Work as Formation of Physics Concept for Student</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sepdiana%20W.%20Rahmawati">Sepdiana W. Rahmawati</a>, <a href="https://publications.waset.org/abstracts/search?q=Santi%20A.%20P.%20Anggraini"> Santi A. P. Anggraini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The world of education has made progress with the various new technologies with help of computer. No exception physics education, especially virtual physics practical work. By doing practical work, memory of physics concept will be more advantageous for student and they will understand the essence of actual physics, not only spiked formula. With help of computers, created a variety of applications that can be used by students to perform virtual practical work and students will start thinking systematically to be able find its own concepts and understand the application of physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=essence%20of%20physics" title="essence of physics">essence of physics</a>, <a href="https://publications.waset.org/abstracts/search?q=formation%20concept" title=" formation concept"> formation concept</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20concept" title=" physics concept"> physics concept</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20practical%20work" title=" virtual practical work"> virtual practical work</a> </p> <a href="https://publications.waset.org/abstracts/39435/virtual-practical-work-as-formation-of-physics-concept-for-student" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39435.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3808</span> On the Problems of Human Concept Learning within Terminological Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farshad%20Badie">Farshad Badie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The central focus of this article is on the fact that knowledge is constructed from an interaction between humans’ experiences and over their conceptions of constructed concepts. Logical characterisation of ‘human inductive learning over human’s constructed concepts’ within terminological systems and providing a logical background for theorising over the Human Concept Learning Problem (HCLP) in terminological systems are the main contributions of this research. This research connects with the topics ‘human learning’, ‘epistemology’, ‘cognitive modelling’, ‘knowledge representation’ and ‘ontological reasoning’. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20concept%20learning" title="human concept learning">human concept learning</a>, <a href="https://publications.waset.org/abstracts/search?q=concept%20construction" title=" concept construction"> concept construction</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20construction" title=" knowledge construction"> knowledge construction</a>, <a href="https://publications.waset.org/abstracts/search?q=terminological%20systems" title=" terminological systems"> terminological systems</a> </p> <a href="https://publications.waset.org/abstracts/54379/on-the-problems-of-human-concept-learning-within-terminological-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54379.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3807</span> Discussing Concept Gratitude of Muslim Consumers Based on Islamic Law: A Confirmation on the Theory of Consumer Satisfaction through Imam Al-Ghazali's Thought </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suprihatin%20Soewarto">Suprihatin Soewarto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The background of writing this paper is to assess the truth of rejection of some Muslim scholars who develop Islamic economics on the concept of consumer satisfaction and replace it with the concept of maslahah. In the perspective of Islamic law, this rejection attitude needs to be verified in order to know the accuracy of the replacement of this concept of satisfaction with maslahah as part of consumer behavior. This is done so that replacement of rejection of the term satisfaction with maslahah is objective. This objective replacement of the term will surely be more enlightening and more just than the subjective substitution. Therefore the writing of this paper aims to get an answer whether the concept of satisfaction needs to be replaced? is it possible for Islamic law to confirm the theory of consumer satisfaction? The method of writing this paper using the method of literature with a critical analysis approach. The results of this study is an explanation of the similarities and differences of consumer satisfaction theory and consumer theory maslahah according to Islamic law. disclosure of the concept of consumer gratitude according to Islamic law and its implementation in Muslim consumer demand theory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consumer%27s%20gratitude" title="consumer's gratitude">consumer's gratitude</a>, <a href="https://publications.waset.org/abstracts/search?q=islamic%20law" title=" islamic law"> islamic law</a>, <a href="https://publications.waset.org/abstracts/search?q=confirmation" title=" confirmation"> confirmation</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction%20consumer%27s" title=" satisfaction consumer's"> satisfaction consumer's</a> </p> <a href="https://publications.waset.org/abstracts/93822/discussing-concept-gratitude-of-muslim-consumers-based-on-islamic-law-a-confirmation-on-the-theory-of-consumer-satisfaction-through-imam-al-ghazalis-thought" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93822.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">208</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3806</span> Application of Sustainable Agriculture Based on LEISA in Landscape Design of Integrated Farming</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eduwin%20Eko%20Franjaya">Eduwin Eko Franjaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Andi%20Gunawan"> Andi Gunawan</a>, <a href="https://publications.waset.org/abstracts/search?q=Wahju%20Qamara%20Mugnisjah"> Wahju Qamara Mugnisjah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sustainable agriculture in the form of integrated farming with its LEISA (Low External Input Sustainable Agriculture) concept has brought a positive impact on agriculture development and ambient amelioration. But, most of the small farmers in Indonesia did not know how to put the concept of it and how to combine agricultural commodities on the site effectively and efficiently. This research has an aim to promote integrated farming (agrofisheries, etc) to the farmers by designing the agricultural landscape to become integrated farming landscape as medium of education for the farmers. The method used in this research is closely related with the rule of design in the landscape architecture science. The first step is inventarization for the existing condition on the research site. The second step is analysis. Then, the third step is concept-making that consists of base concept, design concept, and developing concept. The base concept used in this research is sustainable agriculture with LEISA. The concept design is related with activity base on site. The developing concept consists of space concept, circulation, vegetation and commodity, production system, etc. The fourth step as the final step is planning and design. This step produces site plan of integrated farming based on LEISA. The result of this research is site plan of integrated farming with its explanation, including the energy flow of integrated farming system on site and the production calendar of integrated farming commodities for education and agri-tourism opportunity. This research become the right way to promote the integrated farming and also as a medium for the farmers to learn and to develop it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20farming" title="integrated farming">integrated farming</a>, <a href="https://publications.waset.org/abstracts/search?q=LEISA" title=" LEISA"> LEISA</a>, <a href="https://publications.waset.org/abstracts/search?q=planning%20and%20design" title=" planning and design"> planning and design</a>, <a href="https://publications.waset.org/abstracts/search?q=site%20plan" title=" site plan"> site plan</a> </p> <a href="https://publications.waset.org/abstracts/22729/application-of-sustainable-agriculture-based-on-leisa-in-landscape-design-of-integrated-farming" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22729.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">512</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3805</span> Application of Argumentation for Improving the Classification Accuracy in Inductive Concept Formation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vadim%20Vagin">Vadim Vagin</a>, <a href="https://publications.waset.org/abstracts/search?q=Marina%20Fomina"> Marina Fomina</a>, <a href="https://publications.waset.org/abstracts/search?q=Oleg%20Morosin"> Oleg Morosin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper contains the description of argumentation approach for the problem of inductive concept formation. It is proposed to use argumentation, based on defeasible reasoning with justification degrees, to improve the quality of classification models, obtained by generalization algorithms. The experiment’s results on both clear and noisy data are also presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentation" title="argumentation">argumentation</a>, <a href="https://publications.waset.org/abstracts/search?q=justification%20degrees" title=" justification degrees"> justification degrees</a>, <a href="https://publications.waset.org/abstracts/search?q=inductive%20concept%20formation" title=" inductive concept formation"> inductive concept formation</a>, <a href="https://publications.waset.org/abstracts/search?q=noise" title=" noise"> noise</a>, <a href="https://publications.waset.org/abstracts/search?q=generalization" title=" generalization"> generalization</a> </p> <a href="https://publications.waset.org/abstracts/20881/application-of-argumentation-for-improving-the-classification-accuracy-in-inductive-concept-formation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">442</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=concept&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=concept&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=concept&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=concept&page=5">5</a></li> <li class="page-item"><a class="page-link" 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